Unit_1_School_life

Unit_1_School_life
Unit 1 School life
Teaching aims of the whole unit:
1．Develop students’ ability of reading comprehension by reading an article about school life in the UK and two other articles about school clubs.
2．Develop students’ ability of listening comprehension by listening to two talks about school activities.
3．Develop students’ speaking ability by discussing daily school life and reporting school activities.
4．Develop students’ writing ability by writing a notice about school activities.
5．Develop students’integrated skills of using English by making a poster for a school club.
6．Enlarge students’ vocabulary about school facilities.
7 Help students understand what an attributive clause is and what relative words function as in attributive clauses; teach students how to use relative pronouns that, which, who, whom and whose.
Period arrangement:
The whole unit: 12 periods
Welcome to the unit: 1 period
Reading: 2 periods
Word power: 1 period
Grammar and usage: 2 periods
Task: 2 periods
Project: 2 periods
Self-assessment: 1 period
Revision and exercises: 1 period
Period 1 Welcome to the unit
I. Teaching aims:
1 Get students to know the different high school loves between the UK and China.
2 Develop students’ English speaking skills.
II. Teaching Procedures:
Step 1. Warming up
Let some students make a self-introduction.
1. Introduce themselves.
2. Say something about their junior high school life.
3. Pair work: brain storm:
When we are talking about our school life, what will we probably think of?
What words or phrases will we use to describe our school life? Step 2 Presentation
1.Say the following to students:
It’s the beginni ng of the new term. You’ve just finished your junior high and are about to enter a new period in your studies. I am happy to give your lessons and I hope we can be friends.
I can see that some of your are eager to know what studying at senior high will be like. Will it be differ4ent from junior high? Well, there are certainly many differences between junior high and senior high, but there are also some things that are the same in every school in China. What about schools in other countries? Do you have different experiences? Are schools all over the world the same? This is the subject of our first unit.
2. Ask students to read the instruction and tell them:
Here are three pictures that show some aspects of school life in the UK. Please read the instructions, look at the pictures: what's the difference between schools in China and the UK?
Step 3 Discussion
1 Ask students the following questions to talk about the words in the four pictures:
Huge campus and low-rise buildings
What does huge mean?
What does low-rise mean?
What about campus and school buildings in China?
(Schools in China usually have a large enough campus to make sure students have enough space to study and play. But most school buildings have at least 3 storeys.)
Lockers for every student
Do you know what a locker is?
(There are rows of lockers by the classrooms for students to put their bookd, exercise-books and other belongings.)
What do you think about locker for students?
Do you think that we should have such locker in our school? Why or Why not?
Fewer students in each class
How many students are there in our class?
Do you know the number of students in a class in the UK?
At ease with our teacher
What can we know from this picture?
What does the word ease mean? What do you think the phrase at ease mean?
Were you getting on well with the teacher when you were in junior high?
What relationship do you want to have with your teachers in senior high?
2 Ask students to work in groups to talk about the four pictures and the differences between schools in the UK and China. Then ask several students to report their discussion to the whole class.
3. Ask students to discuss the three questions in pairs, and them ask some of them to report their answers to the questions to the whole class.
What is your dream school life like?
What kind of school activities do you enjoy?
What do you think of your life here in the new school?
Step 4 Summary and Homework
To day we’ve mainly talked about the differences between the high school lives in the UK and in China. After class you should:
1) Recall all the new words and expressions that we learn in this lesson.
2) Find more about any other differences between the high school lives in the UK and in China, either by surf the Internet or by reading some articles in newspapers or magazines.
3) Preview the following part: reading (page 2 to page 4).
Period 2 Reading (1) School life in the UK
Teaching aims:
1. Get students to know what school life is like in a high school in the UK.
2. D evelop students’ ability of reading comprehension through:
1)skimming and scanning.
2)Guessing the meanings of some new words from the context
3. To learn some expressions about school life.
Teaching procedures:
Step 1 Lead-in and Presentation
Say the following to the students:
Yesterday we’ve talked about the differences between the high school lives in the UK and in China. We know well about the high school lives in China, because we are Chinese. But we know a little about the high
school lives in the UK. Yeah? Today we are going to read a magazine article which is written by an exchanging student. She has been studying in the UK for one year. Now she gives a clear brief introduction about her school life there.(Bb: School life in the UK) Before we read the article, we are going to learn the reading strategy: skimming and scanning.Please look at page 3: Reading strategy. (Bb the following while learning the reading strategy. ) Skimming: to get a general idea of the article, without studying it in detail.
Focus on the titles, headings, the first and last sentences or paragraphs, charts and pictures …
scanning: to find certain information in an article quickly.
Look for key words and phrases, dates and numbers, etc.
Step 2. Reading
1. Skimming:
Question: How does Wei Hua feel about her life in the UK?
2. Scanning:
1)Ask students to go through the three questions in part A and make
sure that each of them know the meaning of each question.(A
Woodwork class is a class in which students make something
from wood.)
Ask students to read the passage as quickly as possible and try to find answers to the three questions. Remind students only to
focus on and identify the most important information.
2)Ask student to reread the passage and complete Part C1
individually. Then ask some of them to give the answers to the
questions in Part C1
3)Ask students to finish Part C2 individually. Then get some
students to share their answers with the whole class. Ask them to say the true sentences to correct the false ones.
3 Guessing
Ask students to finish Part D individually. Tell them not to look up the meanings of the words from the wordlists in the textbook. Let them guess the meanings from the context. Then check the answers with the whole class.
Step 3 New Words in this Unit
Study the new words appears from page2 to page 5 (from attend to immediately) at page 68.
Step 4. Homework.
1. Complete part E on page 5.
2. Read the two articles in reading on pages 82 and 83 in wb and answers the questions below them.
3. Learn all the new words we learned today by heart.
Period 3 Reading (2) School life in the UK
Teaching aims:
1 Help students become more familiar with the article.
2 Develop s tudents’ ability of reading comprehension by finding out what topics are covered in the article.
3 Develop students’ ability of speaking by discussing the subjects they like in school.
Teaching Procedures:
Step 1. Revision:
Check the homework:
1)Have a dictation to go over the words learned last period.
2)Check the answers in reading on pages 82 and 83 in wb.
3)Ask some students to read the article in Part E to check whether
they have used the suitable word in each blank.
Step 2 Reading
1) Ask some students to read the article aloud paragraph by paragraph. Ask other students to find out what topics are covered in it.
School hours
School assembly
Teachers
Class size
Different classes in different classrooms
Homework
Subjects and favourite subjects
What to do at lunchtime
British food
3)Ask students to point out the different high school lives in the UK
and in China in these topics.
Step 3 Discussion
Let students look at Part F together and discuss the questions in Part F in Pairs. Then get some pairs to act out their discussion in class.
Step 4 Language focus
1 Ask students to find out the following words, phrases and sentences in the article. Then give some explanations. Words:
a)as (since, because, for)
b)attend (join, join in, take part in)
c)prepare
d)experience
e)respect
f)exciting, excited
g)drop
Phrases:
a)for free
b)be happy with
c)used to do sth.; be/get used to do sth.; be/get used to doing sth.
d)the way to do; the way of doing; the way + Attributive Clause
e)at the end of; in the end; by the end of
f)as … as
Sentences:
a)Going to a British school for one year has been a very enjoyable
and exciting experience for me.
b)I do like eating.
c)We also had different students in some class, so it was difficult to
remember all the faces and names.
2 Ask students to put the following sentences into English in their exercise-books.
1) Jim 加⼊了我们的讨论之列。

Jim joined us in the discussion.
2) Jane 正忙着预习功课。

Jane is busy preparing for her lessons.
3) 经验是最好的⽼师。

Experience is the best teacher.
4) 他确实告诉了我这个故事。

它听起来好象是⼀个真实的故事。

He did tell me the story. It sounds like a true one. Step 5. Homework
1. Ask students to read the article again and again.
2. Ask students to finish Parts A1 and A2 on page 86.
3. Ask students to translate the first five sentences in Part D2 on page 89 and write down in their excise-books. Period 4 Word power
Teaching aims:
1 Help students be familiar with the names of school facilities
2 Help students revise to express how to get some where.
Teaching procedures:
Step 1 Presentation
1 Please read Wei Hua’s article and answer my questions:
Where did she went when she was in the high school in Manchester?
What did she do in these places?
(different classrooms—to have different classes
the library—to read English books
the computer club—to e-mail her family and friends back home for free)
2 Ask students:
Do you know in which place Wei Hua and her schoolmates had school assembly? ( Wei Hua and her schoolmates had school assembly in the lecture hall.)
Where did Wei Hua and other students have their lunch at school there? (They had their lunch in the canteen.)
Where do you think they had their PE?(In the gym.)
What id the place for students to live in when they study in a high school? (The dormitories.)
Step 2 Vocabulary learning
1. Ask students to read the passage and the map in Part A.
2. Ask students to read the guidelines of Part B, and finish the writing description of the quickest way to get from the dormitories to Classroom 4. Then get each of them to read their passage to their partner. And then ask some of them to read their passage to the whole class.
Sample answers:
(B) If you are standing at the door of the dormitories, first turn right and go past the medical centre and the gym, then turn left and walk until the end of the road. Classroom is on your left.
2. If possible, design some more samples for the students to practice. For example, ask students to mark the shortest way from the science laboratory to classrooms 16-25. This exercise encourages students to familiarize the phrases of finding the way. (If time doesn’t permit, this step can be left out.)
3.Ask students to finish Part C individually, and then check the answers with the whole class.
Answers:
(C) 1 car park 2 classrooms 3 library 4 labs 5 gym 6 swimming pool 7 dormitories 8 medical centre 9 canteen
Step 3 Vocabulary extension
1 Ask students to read the guidelines of Part D. Then get them to look at the words under the picture and guess the meaning of each word. They can first write down the number of the words of which they know the meanings before these words. Then guide students to guess the meanings of the words they don’t know.
Answers:
(D) 4 beam 7 barbell 1 climbing bars 6 basketball court 2 rings 8 mat 3 dumb-bell 5 skipping rope
2 Ask students to read the words that appear in this part and try to learn them by heart.
Step 4 Homework
1. Let the students to remember all the useful words and expressions in Part A, B, and D .
2. Do Part A and B in writing on Page 9
3.
3. Ask students to preview the two parts about attributive clauses on page 8. They should look up in the dictionary the words whose meanings they don’t know.
Period 5 Grammar and usage (1)
Teaching aims:
1 Teach students what an attributive clause is.
2 Teach students the functions of relative pronouns and relative adverbs in attributive clauses.
Teaching procedures:
Step 1 Revision
Check students’ homework in writing on page 93. Ask some students to read their note of Part B on page 93.
Step 2 Presentation
1. Ask students to put the following phrases into English and write down on the blackboard:
⼀段开⼼的经历(an enjoyable experience)
好朋友(good friends)
这篇关于他在英国经历的⽂章(the article about his experiences in the UK)
Let students read these phrases and point out the noun, the adjective or the prepositional phrase in each of them to help students review what a noun is, what an adjective is and what a prepositional phrase is.
Let students tell what the function of an adjective or prepositional phrase is in these phrases.
2.Ask students to read Point 1 on page 8 to know that what an
attributive clause is and what an antecedent is.
Then say the following:
Now we know that nouns can be modified by adjectives, prepositional phrases or attributive clause. Please pay special attention to the different positions of the adjective, the prepositional phrase or the attributive clause. We can know that adjectives are usually used before nouns, while prepositional phrases and attributive clauses after nouns.
3. Write down (Bb: the team who were wearing green) on the blackboard, and tell students that team here is called antecedent and who were wearing green is an attributive clause. Ask students what who refers to here. They will know who refers to team and is used as the subject in the clause. Students should also know the noun which an attributive clause modifies is called antecedent. Tell students that the antecedent is a part in the attrib utive clause, but it won’t appear in the clause. Instead, we use a relative pronoun or a relative adverb.
Step 3 Identifying the attributive clause
1 Let students to read the guidelines in Point
2 on page 8.
2 Ask students to read the example sentences in Point 2 and let them say what function of the bold part in each sentence is. Then ask them to point out the attributive clause in sentence and put the whole sentence into Chinese, so they can compare the different ways in which the attributive clause is expressed in English and in Chinese. Step 4 Practising
1 Ask students to read the article on page 9. Make sure they can identify attributive clauses in it . Let them point out the antecedent, the relative pronoun or the relative adverb and its function in each sentence with an attributive clause. They can also be asked to put the sentences into Chinese so as to compare the difference.
2 Learn the new words from page 9 to page 11.
Ask students to turn to page 68 and study the new words (former—please).
Step 5 Homework
1 Ask students to read the article on page 9 again and again.
2 Ask students to finish C1 on page 88. Get them to point out the antecedent, the relative pronoun or relative adverb in the
sentence with an attributive clause.
Period 6 Grammar and usage(2)
Teaching aims:
1 Teach students how to use relative pronouns: that, which, who, whom and whose.
2 Teach students in which situation who, whom, which or that can be left out.
Teaching procedures:
Step 1 Revision
1 Check the homework with the students. Make sure that students know what an attributive clause is and the function of each relative word.
2 Have a dictation to go over the words we learnt last period.
Step 2 Presentation
Question: What does a noun usually refer to?
(Students should know a person/people or a thing/things. For example, story, cake, and book are things, while friend, teacher and monitor are persons.)
Step 3 Using relative pronouns
1 Ask students to read Point 1 on page 10 and point out the antecedent and the attributive clause in each sentence. Then ask: What does
that/which function in each clause?
Ask students to read the tip box, so the student will know the difference between that and which.
2 Ask students to read Point 2 and point out the antecedent and the attributive clause in each sentence. Then ask: What does who function in each clause?
Ask students to read the tip box, so the students will know that can also be used to refer to a person/people.
3 Ask students to read Point 3 and Point 4, and point out the antecedent in each sentence.
4 Ask students to read the following sentences:
Bb: She has a bother. I can’t remember his na me.
Question: What does his refer to?(His refers to a brother’s.)
Bb: She has a brother whose name I can’t remember.
Questions: Which part is the antecedent here?(a brother)
What is it used as in the attributive clause?(attribute)
Ask students to read Point 5 and point out the antecedent in each sentence. Then ask: What does the relative pronoun whose refer to in the two sentences.
5 Draw the following table on the blackboard and ask students to fill
注意that \which在代物时常常可以通⽤,但有时只宜于⽤that ,不⽤which.
(1) 先⾏词是形容词最⾼级或者它的前⾯有形容词最⾼级修饰时This is the best that has been used against air pollution(反对空⽓污染) in cities.
English is the most difficult subject that you will learn during these years.
(2) 先⾏词是序数词,或它的前⾯有⼀个序数词时
He is the last person that I want to see.
(3) 主句中已有疑问词时
Which is the bike that you lost?
(4) 先⾏词既有⼈⼜有物时
The bike and its rider that had run over (撞倒了)an old man were taken to the police station.
(5) 先⾏词是all, much, little, something, everything, anything, nothing, none, the one等代词时
Y ou should hand in all that you have.
We haven’t got much that we can offer you.
I mean the one that you talked about just now.
(6) 先⾏词前⾯有only, any, few, little, no, all, one of, the same, the very等词修饰时
The only thing that we can do is to give you some money.
Li Ming is the only one that got full marks (满分)in our class.
Li Ming is one of the students that want to be teachers in our class. (7) 有两个定语从句,其中⼀个关系代词已⽤which,另外⼀个宜⽤that
Edison built up a factory(办了⼀个⼯⼚) which produced things that had never been seen before.
(Ask students to take notes, read the seven points again and again, and translate all the sentences above.)
Step 5 Practising
Ask students to complete the conversation on page 11 individually. Then read it in groups of three of check their answers. Make sure that they understand the meaning of each sentence in the dialogue. (Say the following to the students: Can you understand the meaning of each sentence in the dialogue? If you have questions, please raise your hand and give the sentences you couldn’t understand to the whole class. Let the whole class help you)
Step 6 Homework
1 Ask students to make five sentences, each with an attributive clause.
2 Ask students to read the dialogue on page 11 again and again.
3 Ask students to do Part C2 on page 88 and do the first five exercises in their exercise-books.
Period 7 Task (1)
Teaching aims:
1. Teaching students how to use abbreviations to fill in a timetable.
2. Develop students’ ability of listening to and identifying dates, day,
time, venue and events or activities.
Teaching procedures:
Step 1 Revision
Check the students’ home work: 1) Ask some students to read their five sentences out and let other students make comments about these sentences.
2) Ask students to take out their textbooks and turn to page 88 to check their answers of Part C2.
Step 2 Presentation
1 Ask students to read the five points in Skills building 1 on page 12. Have them write down the names of months and the seven days of a week in abbreviations.
For example: 2nd/2 Feb; 5th/5 Mar; 3rd/3 Aug; 21st/21 Oct; 30th/30 Nov; Mon; Wed; Tue; Fri; Sat
2 Ask students to read the guidelines and then listen to the recording and finish the timetable on page 12. Then ask students to repeat what they have heard according to the timetable.
Step 3 Listening
1 Let students read the guidelines on page 13 to know what they are asked to do. Then ask them to go over the timetable to get a general idea about the talk.
2 Ask students to listen to the recording twice and complete the timetable individually. Then let them check the answers with their partner to see if they have got the sme answers. Let them listen to the recording again if they have got some different answers and want to listen to it once more. Then check the answers with the whole class. Step 4 Speaking
Ask some students to talk about what talk will be held at what time and what place and who will give the talk. For example: a) On Friday, the 8th October, a famous writer will come to give a talk at 1:20 p.m. in Room 201, Building 4. He will talk about how to read a novel.
b) A talk about fire prevention will be given by a fireman in Room 503, Building 3 at 2:15 p.m. on Monday, the 11th October.…
Step 5 Practising
Ask students to do the listening exercises on page 92.
Step 6 New words from page 12 to page 17
Ask students to turn to page 68 and read the new words (title—run).
Step 7 Homework
1 Ask students to preview Skills building
2 on page 14.
2 Ask students to preview Step 2 on page 15.
3 Ask students to preview Skills building 3 on page 16.
4 Ask students to preview Step 3 on page 17.
Period 8 Task (2)
Teaching aims:
1. Teach students how to compare information.
2. Develop students’ speaking ability by doing question and answers.
3. Teach students how to write a notice.
4. Develop students’ writing ability by writing a notice to inform their classmates.
Teaching procedures:
I Skills building 2 and Step 2
Step 1 Presentation
1 Ask students whether they could understand the meaning of each sentence in Skills building
2 when they were doing previewing. Let them point out sentences that they don’t understand.
2 Ask students to read the guidelines and the two points again. Write down the two points briefly on the blackboard:
When comparing: 1) read all the in formation carefully
2) make as many comparison as possible
Step 2 Practising
1 Ask students to read the guidelines above the list table to know clearly what they are asked to do. Then ask them to go over the list table.
2 Write down the following on the blackboard. Ask students to read the e-mail and find out the related information:
The title:
The price:
The year:
The writer:
Ask some students to tell what information they can find about the above in the e-mail, and write down their answers on the blackboard. The title: with the word Dynasties
The price: having the figure 8
The year: after 2000
The writer: a famous professor
Ask students to compare the information written on the blackboard with the list table to see if they can find the book now. Step 3 Reporting
1 Ask students to read the guidelines and the class timetable in Part A in Step
2 and underline the classes that they can choose not to have. Then let them compare the timetable on page 1
3 with the class timetable and write down the topics of the talks they can attend under the class timetable.
2 Ask students to read the guidelines in Part B and work in pairs talking about the talks according to the programme time table on page 1
3 and the note in Part A. One of them acts as the class teaching, the other act as the monitor. They should take turns.
II Skills building 3 and Step 3
Step 1 Presentation
1 Say the following to students:
Now, you are going to write a notice to inform your classmates of the talks that they are going to attend. Do you know how to write the notice and what should be included in it. (Write down their answers on the blackboard.)
2 Ask students to read the guidelines and the three points in Skills building 3. Let them compare the three points with their answers on the blackboard.
3 Ask students to read the notice on page 16 and tell what they can know from the notice. Ask them to point out the important information in it.
The important information(Write the following on the blackboard): Event: Library closed
Time: next Wednesday to Friday, 16th to 18th November
Reason: for the sports meeting
When to reopen: for the sports meeting
The new opening hours: Monday—Friday: 8 a.m.—6 p.m.
Saturday & Sunday: 10a.m.—5 p.m.
Public holidays: closed
Person that gives the notice: Zhong Shengxiao, a staff member of the school library
4 Let students talk about what to do to make a notice attractive. For
example, the notice should be written in big and colour words, and one or two pictures or photos are used, etc.
Step 2 Writing
1 Ask students to read the guidelines in Step 3 and know what to write in the notice.
2. Ask students to write a notice about the talks in October individually. Then ask two students to present their notices on the blackboard. Ask other students to make comments about these notices.(If time doesn’t permit, let the students write the notice in their exercise-books after class.)
III Homework
Ask students to preview Part Project.
Period 9 Project(1)
Teaching aims:
1 Help students get some information about after-school activities and school clubs.
2 Develop students’ reading ability.
3 Develop students’ integrated skills of using English.
4 Help student know how to cooperate in order to fulfill a task. Teaching Procedures:
Step 1 Presentation
Say the following to students:
We’ve talked about what kind of school activities you enjoy in Welcome to the unit. In order to hold school activities conveniently, schools often have some clubs, for example football club, English club, radio club and so on. Do our school have some school clubs? (Yes.) Today, we are going to read two articles about school clubs. Please turn to page 18, look at Part A in Project: Starting a new school club. Step 2 Reading
1 Ask students to read the first passage and find out as much information as they can about the radio club.
For example:
Who started the radio club: (Kate Jones, the writer)
When the radio club started: (two years ago)
Why the radio club started: (CD players were not allowed in school; to play music during break time.)
What the radio club does:
every morning: (tell about the weather, the recent news, special messages the teachers want to broadcast)
during exam time: (the special programme telling students what should do and what shouldn’t do)
wt the end of the school year: (graduating students giving messages to their friends and teachers)
when parents come: (playing songs sung by students, special messages to inform events)
2 Ask students to read the second passage and find out as nuch information as they can about it.。